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tiener leraar twentse belofte

Bronnen en referenties Twentse aanpak Schoolaanwezigheid

De Twentse aanpak schoolaanwezigheid is gebaseerd op verschillende onderzoeken, modellen en publicaties rondom schoolaanwezigheid, verzuimpreventie en de samenwerking tussen onderwijs, zorg en gemeenten. De onderstaande referenties vormen de inhoudelijke basis voor de beschreven aanpak en ontwikkelingen.

  • Kearney, C.A., & Graczyk, P. (2014). A response to intervention model to promote school attendance and decrease school absenteeism. Child and Youth Care Forum, 43(1), 1-25. doi: 10.1007/s10566-013-9222-1
  • Gentle-Genitty, C., Taylor, J., & Renguette, C. (2020). A change in the frame: From absenteeism to attendance. Frontiers in Education, 4(161). https://doi.org/10.3389/feduc.2019.00161
  • National Forum on Education Statistics. (2021). Forum Guide to Attendance, Participation, and Engagement Data in Virtual and Hybrid Learning Models (NFES2021058). U.S. Department of Education. Washington, DC: National Center for Education Statistics.
  • Heyne, D. (2025). From absence to attendance: Steering towards proactive laws and policies to promote learning and well-being. Ingrado.
  • Klein, M., Sosu, M.E., & Dare, S. (2020). Mapping inequalities in school attendance: The relationship between dimensions of socioeconomic status and forms of school absence, Children and Youth Services Review, 118. https://doi.org/10.1016/j.childyouth.2020.105432
  • Carroll, H.C. (2010). The effect of pupil absenteeism on literacy and numeracy in the primary school. School Psychology International, 31(2), 115–130. doi: 10.1177/0143034310361674
  • Malcolm, H., Wilson, V., Davidson, J., & Kirk, S. (2003). Absence from school: A study of its causes and effects in seven LEAs. (Department for Education and Skills Research Report RR424). Sherwood Park, UK: National Foundation for Educational Research.
  • Cabus, S.J., & De Witte, K. (2015). Does unauthorized school absenteeism accelerate the dropout decision? – Evidence from a Bayesian duration model. Applied Economics Letters, 22(4), 266-271. doi: 10.1080/13504851.2014.937031
  • Kearney, C. A. (2016). Managing school absenteeism at multiple tiers. An evidence-based and practical guide for professionals. New York: Oxford University Press. doi: 10.1093/med:psych/9780199985296.001.0001
  • Dannow, M. C., Esbjørn, B. H., & Risom, S. W. (2020). The perceptions of anxiety-related school absenteeism in youth: A qualitative study involving youth, mother, and father. Scandinavian Journal of Educational Research, 64, 22-36.
  • Halberstadt, R. (2023). Opening the black box of school absenteeism: Explaining authorized and unauthorized school absenteeism by parenting styles, adaptation modes, peer influence and absenteeism policies. [Dissertatie]. Erasmus Universiteit.
  • Gottfried, M. A., Ansari, A., & Woods, S. C. (2025). Do Teachers With Absent Students Feel Less Job Satisfaction? Educational Researcher, 54(1), 34-45.
  • Kearney, C. A. (2008). An interdisciplinary model of school absenteeism in youth to inform professional practice and public policy. Educational Psychology Review, 20, 257–282. doi: 10.1007/s10648-008-9078-3
  • Melvin, G. A., Heyne, D., Gray, K. M., Hastings, R. P., Totsika, V., Tonge, B. J., & Freeman, M. M. (2019). The kids and teens at School (KiTeS) framework: An inclusive bioecological systems approach to understanding school absenteeism and school attendance problems. Frontiers in Education, 4. https://doi.org/10.3389/feduc.2019.00061
  • Rittel, H. W., & Webber, M. M. (1973). Dilemmas in a general theory of planning. Policy sciences, 4(2), 155-169. https://doi.org/10.1007/BF01405730
  • Childs, J., & Lofton, R. (2021). Masking Attendance: How Education Policy Distracts from the Wicked Problem(s) of Chronic Absenteeism. Educational Policy, 35(2), 213-234. https://doi-org.ru.idm.oclc.org/10.1177/0895904820986771
  • Brouwer-Borghuis, M.L., Heyne, D.A., Sauter, F.M., & Vogelaar, B. (2019). Early identification of school attendance problems: How helpful are Dutch laws, policies, and protocols? European Journal of Education and Psychology, 12(1), 47-62. doi: 10.30552/ejep.v12i1.240
  • Karssen, M., Petit, R., Lourens, J., Elshof, D., Tromp, R., & Groff, C. (2023). Grip op geoorloofd verzuim. Samenwerkingsverband vo Zuid-Kennemerland / Kohnstamm Instituut.
  • Roelofs, M., Kennis, R., Beurskens, K. en Eimers, T. (2021). Ziekteverzuim en kortdurend ongeoorloofd verzuim in het onderwijs: Een kwantitatief en kwalitatief onderzoek binnen het primair, voortgezet en (voortgezet) speciaal onderwijs. Nijmegen: KBA.
  • Hancock, K.J., Gottfried, M.A., & Zubrick, S.R. (2018). Does the reason matter? How student reported reasons for school absence contribute to differences in achievement outcomes among 14–15 year olds outcomes among 14–15 year olds. British Educational Research Journal, 44, 141-174.
  • Kearney, C. A., & Graczyk, P. A. (2020). A multidimensional, multi-tiered system of supports model to promote school attendance and address school absenteeism. Clinical Child and Family Psychology Review, 23(3), 316-337. https://doi.org/10.1007/s10567-020-00317-1
  • Chang, H. N., & Romero, M. (2008). Present, engaged, and accounted for: The critical importance of addressing chronic absence in the early grades (Report). National Center for Children in Poverty.
  • Jordan, P. W., & Miller, R. (2017). Who’s In: Chronic Absenteeism Under the Every Student Succeeds Act. FutureEd, Georgetown University, McCourt School of Public Policy.
  • Graczyk, P.A. (2019, oktober). School attendance teams in action: Strategic use of data within an RtI/ MultiTiered System of Supports framework. Paper gepresenteerd tijdens de eerste Conferentie van the International Network for School Attendance (INSA), Oslo, Noorwegen. Geraadpleegd op 26 juni 2020 van https://www.insa.network/images/ conference2019-pdf/INSA_conference_program.pdf
  • UK Department for Education (2025). The link between attendance and attainment in an attainment year: Research report. UK Department for Education. https://www.gov.uk/government/publications/link-between-attendance-and-attainment
  • Heyne, D., Gren-Landell, M., Melvin, G., & Gentle-Genitty, C. (2019). Differentiation between school attendance problems: Why and how? Cognitive and Behavioral Practice, 26, 1-7. doi: 10.1016/j.cbpra.2018.03.006
  • Karel E, Defourny C, Keppens G, Graczyk PA, Sauter F and Heyne D (2025) School-based support for emotion-related attendance challenges: effectiveness of @School when implemented with neurodiverse adolescents, their parents, and school staff. Frontiers in Psychology. 16, 1613712. doi: 10.3389/fpsyg.2025.1613712
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